2 tell me about yourself - english for results me about yourself unit overview goals • see thelist...

Preview• Saytheunittitle.Ask:What do you think this unit

will be about? • Holdupyourbookorhavestudentslookattheir

books.Setthecontextbyaskingthepreviewquestions.Youcanalsoask:Where are they? What is she holding? How does she look?

Unit Goals• PointtotheUnitGoals.Havestudentsreadthe

goalssilently.• Tellstudentstheywillbestudyingthesegoalsin

Unit2.• Sayeachgoalandexplainunfamiliarvocabularyas

needed.Forexample, résumé: a written document showing a person’s previous work experience, skills, and education; cover letter: a short introductory letter written by an applicant for a job.

• Tellstudentstocircleoneormoregoalsthatareveryimportanttothem.Callonseveralvolunteerstosaythegoalstheycircled.

• Writeacheckmark(3)ontheboard.Say:We will come back to this page again. You will write a checkmark next to the goals you learned in this unit.

T-25 UNIT 2

Tell Me about Yourself

Unit Overview

Goals• Seethelistofgoalsonthefacingpage.

Grammar • Infinitivesandgerunds• Gerundsasobjectsofprepositions• Simplepastandpresentperfect

Pronunciation• Pronunciationofsilentsyllables• Pronunciationofstressedsyllables

Reading• Readarésumé• Readanarticleaboutjobinterviews• Reading Skill:Usingdetailstounderstand

importantideas

Writing• Writeacoverletter

Life Skills • Writearésumé

2 Classroom Materials/Extra Practice

CD 1Tracks 16–26

WorkbookUnit 2

Interactive PracticeUnit 2

NISHIO_FUTURE4_TE_9780131991576_82 82 4/30/09 12:53:28 PM

UNIT 2 T-26

Lesson 1 Talk about work-related goals

B PAIRS.Predict.Whatisthefirstthing...

• Readthefirstquestionandtakeaclassvote.Forexample,ask:How many people think they will talk about Nedim’s work experience first?

• Readthesecondquestion.Elicitstudents’answersandwritethemontheboard.

Possible answers: Employment specialists ask clients what kind of job they are looking for, if they need help with their résumé, if they have special skills, etc.

Teaching Tip

Havestudentsreadlisteningcomprehensionquestionsbeforelistening.Knowingthequestionswillhelpstudentsfocustheirlistening.

Community Building

Whole-classvotesandsurveysareawaytoinvolveallstudentsinclassactivities,regardlessoftheirproficiencylevel.

Controlled Practice 10 minutes

c Readthestatements.Thenlisten...

• Havestudentsreadthestatementssilentlyandpredictwhethertheyaretrueorfalse.

• PlayCD1,Track17.• Havestudentscompletetheexercisealoneorin

pairs.• Checkanswers.Callonstudentstoreadeach

statementandsaywhetheritistrueorfalse.Ifitisfalse,askthestudenttocorrectit.Writetheanswersontheboard.

Expansion: Speaking Practice for 2C

• Withtheclass,reviewNedim’sexperience,skills,andeducation.Writethemontheboard,forexample,two years of university, worked in a lawyer’s office, organized.

• Formcross-abilitygroups.Haveeachgroupselectatimekeeper,anotetaker,andareporter.TellstudentstothinkofthreejobsthatwouldbegoodforNedim.

• Giveatimelimit.• Haveeachgroup’sreportersharehisorhergroup’s

ideasandsaywhythejobsthegrouppickedwouldbegoodforNedim.

Getting Started 5 minutes

1 BEFORE YOU LISTEN

a CLASS.Whydopeoplegoto...

• Readthequestions.Ask:What is a career center? Have you ever been to one? What is an employment specialist? Askseveralstudentstosharetheirexperiences.Thenhavethemanswerthequestionsinthebook.

Possible answers: People go to career centers to get help finding a job or job training. Employment specialists can help clients with these things.

B GROUPS.Whenyouaremotivated...

• Saythewordmotivatedandhavetheclassrepeat.• Telltheclasssomethingyouaremotivatedtodo.

Writeyoursentenceontheboard,demonstratingmotivated to+verb,forexample:I am very motivated to lose 10 pounds.

• Formcross-abilitygroups.Tellstudentstotaketurnsansweringthequestion.

• Callonstudentstosharetheirideaswiththeclass.

Presentation 10 minutes

2 LISTEN

a Listentothefirstpart...

• Havestudentslookatthephoto.Askquestionstopreparethemforlistening,forexample:Where are the speakers? Who is the man? Why is he there? Who is the woman?

• Tellstudentstoreadthequestionsbeforelistening.• PlayCD1,Track16.Havestudentslistenandwrite

theiranswers.• Havestudentscompareanswerswithaclassmate.• Havetwovolunteerswritetheanswersonthe

board.Makecorrectionsasneeded.


T-27 UNIT 2

Lesson 1 Talk about work-related goals


3 CONVERSATION

Pronunciation Watch

• Ontheboard,write:chocolate,vegetable,every,andfavorite.Askanumberofstudentstoreadthewords.

• ReadthePronunciationWatchnote.• Saythewordsontheboardnaturally,asfollows:

chocolate➛choclat;vegetable➛vegtable;every➛evry;favorite➛favrit.

• Havestudentsshowwithfingershowmanysyllablestheyhear.

a Listentothewords.Notice...

• PlayCD1,Track18.Havestudentslistenandholdupfingersindicatingthenumberofsyllablestheyhear.

• PlayTrack18again.Havestudentslistenandrepeat.


B GROUPS.Discuss.Whatisanexampleof...

• Ask:What is an entry-level job?(in a company, the job with the lowest pay and fewest responsibilities)Elicitsomeexamplesofentry-leveljobs.Forexample,ask:What’s an entry-level job in a restaurant? (busperson or kitchen helper)

• Formcross-abilitygroups.Telleachgrouptochooseatimekeeper,anotetaker,andareporter.

• Giveatimelimit.WritetheheadingsEntry-level job,Advantages,andDisadvantagesontheboard.

• Havereporterssharetheirgroup’sanswers.Takenotesontheboard.

Possible answers: Examples: mailroom clerks, cleaning staff, store clerks, grocery-store baggers. Advantages: joining a company, learning new skills, making contacts. Disadvantages: low pay, little responsibility.

• Callonstudentstoreadthenotesontheboardandsaywhethertheyagree.

Expansion: Speaking Practice for 3B

• Havevolunteersdescribetheentry-leveljobstheyhavehad.Havethemtalkaboutwhattheylikedordislikedaboutthejobs.

c Nedim’sfriendTatianaislooking...

• PlayCD1,Track19.Havestudentslistenandreadalongsilently.

• Checkcomprehension.Ask:What is Tatiana interested in? (photography)What job does Nedim suggest? (salespersoninacamerastore)Why is this a good job for Tatiana?(She’sfriendly,helpful,andmotivated.)

4 PRACTICE

a PAIRS.Practicetheconversation.

• Formcross-abilitypairsandhavestudentstaketurnsreadingeachrole.

• Havestudentsswitchpartnersandpracticeagain.• Walkaroundandlisten.Takenotesonstudents’

pronunciationofinterested andcamera.• Askvolunteerstoperformtheconversation.

Communicative Practice 15 minutes

B MAKEITPERSONAL.Thinkabout...

STEP1.Whatjobwouldyoulike...

• Modeltheactivity.Copythechartontotheboard.Interviewanabove-levelstudent.Forexample,ask:What is your goal? What are you most interested in? What are your personal qualities? etc.Writethestudent’sinformationinthechart.

• Havestudentsfillinthechartsintheirbooks.

STEP2.GROUPS.Discuss.

• Formcross-abilitygroups.• Modelansweringthequestionsusingthemodel

chartontheboard.• Bringtheclasstogether.Havevolunteersanswer

thequestionsusingtheirownchart.

Interactive Practice

Extra Practice


UNIT 2 T-28

Talk about work-related goalsLesson 2


• Say:In this lesson we’re going to learn about infinitives and gerunds.

• Writeontheboard:After class, I want to do my homework in the library. I enjoy walking early in the morning.

• Pointtothefirstsentenceandsay:Infinitives have the formto+verb. Underlinetheverbwantanddoubleunderlinetheinfinitive.

• Pointtothesecondsentenceandsay:Gerunds have the form verb+-ing.Underlinetheverbenjoyanddoubleunderlinethegerund.

• Readbothsentencesandhavestudentsrepeat.• Toreinforce,askseveralstudents:What do you

want to do after class? What do you enjoy doing in the morning?


Infinitives and gerunds

• Ontheboard,drawathree-columnchartwiththefollowingheadings:Verb + Infinitive, Verb + Gerund, Verb + Infinitive or Gerund.

• Readthesentencesinthegrammarchartandhavestudentsrepeat.Thenask:Which verbs come before an infinitive? Which verbs come before a gerund? Which verbs come before an infinitive or a gerund? Writetheverbsintheappropriatecolumns.

• ReadtheGrammarWatchnote.• Pointtoeachcolumnontheboard.Ask:Which

verbs should I write here? HavestudentsrefertotheGrammarWatchnoteandrepeattheverbsineachcategory.

• Havevolunteerschooseoneverbfromeachcategoryandmakeasentencewithit.

Expansion: Grammar Practice

• Havestudentscreateathree-columnchartintheirnotebooksliketheoneontheboard.

• Havestudentslookatthelistofverbsfollowedbyinfinitivesandgerundsonpage280.Givethemseveralminutestostudythelist.

• Pairstudents.Giveatimelimit.Havethemwriteasmanyverbsastheycanrememberintheircharts.

• Havestudentsreadtheverbsontheirlists.Writethemontheboard.


1 PRACTICE

a Readthenewspaperarticle.Underline...

• Writethefirstsentenceontheboard.Haveastudentreadit.Circlebegan helping. Ask:What’s the verb?(began)What comes after it, an infinitive or a gerund? (agerund)

• Readthearticleoutloud.Havestudentslistenandcompletetheexercise.

• Checkanswers.Callonstudentstoreadthesentencesandsaywhichphrasestheyunderlinedorcircled.Writethephrasesontheboard.Makecorrectionsasneeded.

B Completetheconversationbetween...

• Formcross-abilitypairsandtellthemtocompletetheexercise.

• Walkaroundandprovidehelpasneeded.• Callonstudentstoreadthesentenceswiththe

correctforms.Makecorrectionsasneeded.• Haveapairofstudentsreadthedialoguewiththe

correctforms.

Expansion: Grammar Practice for 1B

• Formcross-abilitypairs.• Havestudentschoosefourverbsfromeachcolumn

ontheboardandwriteasentenceforeachverb.• Callonpairstoreadtheirsentencesandwrite

themontheboard.Makecorrectionsasneeded.


Talk about work-related goalsLesson 2

T-29 UNIT 2

Expansion: Grammar Practice for STEP 1

• Ontheboard,writeadditionalverbsthatcanbeusedtotalkaboutgoals,forexample,decide, need, want, would like, consider, finish, recommend, andstart.

• Havestudentsusetheseverbstowriteadditionalsentencesabouttheirgoals.

STEP2.GROUPS.Discuss.Whatarethe...

• Formcross-abilitygroupsoffiveorsixpeople.Haveeachgroupselectatimekeeper,anotetaker,andareporter.

• Tellstudentstoreadtheirsentencestotheirclassmates.Thenotetakershouldwritedownthegroupmembers’answers.

• Giveatimelimit.• Walkaroundandprovidehelpasneeded.• Attheendofthediscussion,tellnotetakerstotally

thegroup’sanswersanddeterminewhichonesarethemostpopular.

• Towrapup,haveeachgroup’sreportertelltheclassabouttheirgroup’smostpopularanswers.

Progress Check

Canyou...talkaboutwork-relatedgoals?Say:We have practiced talking about work-related goals. Now, look at the question at the bottom of the page. Can you talk about work-related goals? Write a checkmark in the box.


2 PRACTICE

Completetheconversationbetween...

• Readthefirstandsecondsentences.Pointoutthatwiththeverbcontinueit’spossibletouseeitheraninfinitiveoragerund.

• Havestudentscontinueworkingaloneorinpairs.Giveatimelimit.Walkaroundandprovidehelpasneeded.

• Callontwostudentstoreadtheconversationoutloud.Writetheiranswersontheboard.Aftereachanswer,asktheclass:Is this correct? Elicitcorrectionsfromstudentsandwritethemontheboard.

Expansion: Speaking Practice for 2

• Formcross-abilitypairsandhavestudentspracticetheconversation.

• Callonpairstoperformtheconversationfortheclass.


Show what you know!

STEP1.Completethesentencesabout...

• Tomodeltheactivity,giveexamplesfromyourownlife.Forexample,say:I really enjoy teaching Level 4. I hope to teach Level 4 again next semester. Someday, I’m going to learn to design a Web page.

• Havestudentscompletethesentenceswiththeirowninformation.

pages 14–15Interactive Practice

Extra Practice


UNIT 2 T-30

Interpret and write a résumé Lesson 3

Culture Connection

Certaintypesofinformationshouldnotbeincludedinarésumé,includinganapplicant’sSocialSecuritynumber;personalinformation(weight,height,health,maritalstatus,numberofchildren);reasonsforleavingjobs;andsalaryinformation.

Expansion: Reading Practice for 1B

• Bringrealrésuméstoclass,oneforeachgroup.• Dividetheclassintosmallgroups.• Havestudentsskimeachrésuméfortheapplicant’s

objective,qualifications,andexperience.• Timepermitting,havegroupsswitchrésumésand

skimagain.


1 INTERPRET A RéSUMé

a CLASS.Arésuméistypedinformationabout...

• FindamodelrésuméontheInternet.Printitoutandmakecopiesfortheclass,orprojectthepagefortheclasstosee.

• Readthedefinitionofrésuméinthedirections.• Havestudentslookatthemodelandpointoutthe

sectionsshowingtheperson’seducation,skills,andexperience.

• Readthefirstquestioninthedirections.Havestudentsraisetheirhandsiftheyhaveusedarésumé.

• Readthesecondquestion.Haveavolunteeranswer.

Answer: People usually give a résumé to an employer before a job interview.

• Say:In this lesson, we will read a résumé and learn how to write one.

B GROUPS.SkimFrancisKouadio’s...

• Reviewskimming.Say:Skimming is reading rapidly to discover what something is about. When you skim, you should not read every word.

• Readthefirstquestion.HavetheclassskimtheObjectivesection.Callonavolunteertoanswerthequestion.

Answer: The Objective section describes the type of job the applicant is applying for.

• Groupstudentswhoaresittingnearoneanother.HavethemskimtherésuméforthecontentsoftheQualificationsandRelated Experiencesections.

• Gooveranswerswiththeclass.Answers: The Qualifications section includes the skills and accomplishments that make the applicant a good candidate for the job. The Related Experience section includes previous jobs and volunteer experience.


T-31 UNIT 2

Interpret and write a résumé Lesson 3

Culture Connection

Tellstudentstogetpermissionfromreferencestousethemasreferences.Studentsshouldnotincludethenames,addresses,andphonenumbersofreferencesontheirrésumés.Rather,theyshouldwriteReferences available on request.


2 READ

a ReadFrancisKouadio’srésumé.

• Makealistofvocabularythatstudentsaskabout.• Writenewwordsanddefinitionsontheboard.

Encouragestudentstoenterthemintheirvocabularynotebooks.


B GROUPS.Discuss.

• Formcross-abilitygroups.Tellstudentstotaketurnsreadingthequestions.

• Towrapup,readeachquestionandhavevolunteersanswer.

Answers: 1. This information is at the top so that the employer can easily contact him. 2. These achievements show that he has initiative and he is an excellent worker. 3. The volunteer work gave him useful experience that probably helped him get his first paid job. Volunteer work also shows that a person is interested in his or her community.


c CLASS.�Referencesarepeoplewho...

• Telltheclassaboutatimeyouappliedforajobandthepeopleyouusedasreferences.

• Formcross-abilitygroups.Havegroupschooseatimekeeperandareporter.

• Havereporterssharetheirgroup’sanswerstoquestion1andwritethemontheboard.

Answer: 1. Former employers, teachers, athletic coaches, supervisors in volunteer positions, members of the clergy.


3 WRITE

a BRAINSTORM.Thinkabout...

• Giveanexampleofeachitemandwriteitontheboard.

• Tellstudentstheycanmakeupinformation.• Asstudentswork,walkaroundandprovidehelp.

Teaching Tip

Ifsomestudentshaveneverhadajob,pairthemwithstudentswhohaveworkedortellthemtomakeuptheirowninformation.

B Writeanobjectiveforajob...

• ReadFrancisKouadio’sobjectiveonpage30.Tellstudentstobegintheobjectivewithaninfinitive.

• Callonseveralstudentstosharetheirobjectiveswiththeclass.


c Writeyourownrésumé.Use...

• LookatFrancisKouadio’srésuméonpage30.Pointout:IntheQualificationssection,allitemsbeginwithadjectives;intheRelated Experiencesection,allitemsbeginwithverbs;positionsarelistedwiththemostrecentonefirst;theentirerésuméisononepage;thelastitemonthepageisReferences available upon request.

• Havestudentswriteadraftrésuméinclass.Whilestudentswork,walkaroundandprovidehelp.

• Collectthedraftsandgivefeedback.

Progress Check

Canyou...interpretandwritearésumé?Say:Look at the question at the bottom of the page. Can you interpret and write a résumé? Write a checkmark in the box.


Extra Practice


UNIT 2 T-32

Use job-information sourcesLesson 4


B Readthequestions.Thenlisten...

• Havestudentsreadthequestionssilentlyandpredicttheanswers.

• PlayTrack20again.• Checkanswers.Callonstudentstoreadthe

questionsandanswers.Ifastudentmakesamistake,asktheclass:Do you agree? or Is that correct?

• Ifstudentsarehavingdifficultywithonequestion,replaythesegmentofthelisteningpassagethatanswersthequestion.Havestudentsrepeatwhattheyheard,thenanswerthequestionagain.

c ReadtheJob-SearchTips...

• Givestudentstime,ifnecessary,torereadthetipsandselecttheiranswer.

• Haveavolunteeranswerthequestion.


• Ask:Do you agree that networking is the best way to find a job? Havevolunteerssharetheiropinions.

Culture Connection

Jobsearcherswhosignupwithajobplacementagencydonothavetopayafee.Thefeeispaidbyemployerswhousetheagencytoobtainlistsofapplicants.

Teaching Tip

Encouragestudentstotakenoteswhenevertheylisten.Explainthatwhentheytakenotes,theyshouldn’ttrytowriteeveryword.Instead,theyshouldwritedownthekeywordsthatmakeupamessage,suchasnouns,verbs,andadjectives.


1 BEFORE YOU LISTEN

GROUPS.Discusstheinformation...

• Readthejob-searchtipsoutloudwhilestudentsreadalongsilently.

• Explainvocabularyasneeded,forexample:proven method: a method that is certain to work because it has been tried by many people; andwant ads: the same as classified ads.

• Groupstudents.Giveatimelimitfordiscussion.Whilestudentsaretalking,walkaroundandprovidehelpasneeded.

• Towrapup,callonvolunteerstosharetheiranswerswiththeclass.


2 LISTEN

a LisaWongistalkingto...

• Havestudentslookatthephoto.Ask:Where are the speakers? How old are they? What’s their relationship?

• TellstudentstolistenspecificallyforLisa’sadvice.Encouragethemtotakenotesastheylisten.

• PlayCD1,Track20.Ifstudentsneedextrasupport,tellthemtheymayreadtheAudioScriptonpage285astheylisten.

• Callonavolunteertoanswerthequestion.Ifstudentsneedahint,ask:How many suggestions did Lisa give?(five)What were they? Writethesuggestionsontheboard.

Answers: She could look in the newspaper, go online, go into businesses that have a “Help Wanted” sign in the window, use a job placement agency, and network with family, friends, and neighbors.


c MAKEITPERSONAL.GROUPS.Discuss...

• Shareoneofyourexperienceswithjob-huntingandsaywhetherornotyouweresuccessful.

• Formcross-abilitygroupsandgivestudentsatimelimitfortalking.

• Encouragestudentstouseinfinitivesandgerunds.• Walkaroundwhilestudentsaretalkingand

providehelpasneeded.• Takenotesonerrorswithinfinitivesandgerunds.• Callonvolunteerstosharetheirexperiencewith

theclass.• Towrapup,goovererrorswithinfinitivesand

gerunds.Saytheincorrectformsyouheard.Havetheclasscorrectthem.

Use job-information sourcesLesson 4

T-33 UNIT 2

MULTILEVEL INSTRUCTION for 4B

Cross-ability Askthehigher-levelstudenttoplayHaroldandtogiveatleastthreesuggestions.

3 CONVERSATION

a GROUPS.Discuss.

• Formcross-abilitygroups.Makesureeachgrouphasareporter.

• Havereporterssharetheirgroup’sanswers.Writethemontheboard.

Possible answers: 1. the salary, hours, and responsibilities 2. newpaper ad, company website, other employees of the company, the company’s personnel office, a career placement service

B Angelaistalkingtoherneighbor...


• Optional: Haveabove-levelstudentslistenwiththeirbooksclosed.

• Checkcomprehension.Ask:How has Angela sent her résumé? (online)Has she gotten any responses? (no)What does Harold suggest? (goingtoanemploymentagencyandgettinghelpatthelibrary)What is Angela going to do? (She’sgoingtogotothelibrarytousetheircomputers.)

4 PRACTICE



• Havestudentsswitchpartnersandpracticeagain.• Walkaroundandlistenasstudentsarepracticing.

Providehelpasneeded.• Askvolunteerstoperformtheconversation.


B ROLEPLAY.PAIRS.Role-playaconversation...

• HavestudentsrereadtheJob-SearchTipsonpage32,ifnecessary.

• Modeltheactivitywithanabove-levelstudent.PlaytheroleofHarold.

• Formcross-abilitypairs.TellthemtofollowtheconversationinExercise3B,replacingHarold’ssuggestionswiththeinformationtheychoose.

• Giveatimelimit.Walkaroundandprovidehelpasneeded.

• Havevolunteersrole-playtheirconversation.

Community Building

Ifyourschoolhasajobplacementoffice,inviteoneofthecounselorstocomespeaktoyourclass.Havetheclasschoosethetopicofthevisit(forexample,howtousetheInternettosearchforjobs).Beforethecounselor’svisit,havestudentspreparequestionstheywouldliketoask.


Extra PracticeTeaching Tip

Whilepairsareperforming,usethescoringrubricforspeakingonpageT-xiiitoevaluateeachstudent’svocabulary,grammar,fluency,andhowwellheorshecompletesthetask.


UNIT 2 T-34

Discuss job-related skills and abilitiesLesson 5


• Say:You’ve learned about infinitives and gerunds after verbs. In this lesson you’ll learn about gerunds that are the object of a preposition.

• Reviewprepositionandobject of the preposition.Explain:Prepositions are words such asin,on,of,about,andbetween.The object of a preposition is a noun or noun phrase that comes after a preposition.

• Ontheboard,write:I’m not interested in watching sports on television. Explain:In this sentence, the object of the prepositioninis the gerund watching.

• Copythesentencesfromthegrammarchartontotheboard.

• Pointtoeachsentenceandasktheclass:What is the preposition? What is the object of the preposition? Circletheprepositionandunderlinetheobjectoftheprepositionineachsentence.


Gerunds as objects of prepositions

• ReadthefirstGrammarWatchnote.Pointtothefirstsentenceontheboardandask: Can we say: I’mthinkingabouttoapplyforapositionatahairsalon?(No.Useagerundafterapreposition.)

• Drawatwo-columnchartontheboardwiththeheadingsAdjective+PrepositionandVerb + Preposition.

• Say:Sometimes the gerund comes after a verb and a preposition. Other times the gerund comes after an adjective and a preposition. Pointtotheexamplesentences.Ask:Is this an adjective + preposition phrase or a verb + preposition phrase? Elicitthecorrectresponsefromtheclassandwritethephrases(thinking about, worried about)underthecorrectheadings.

• Readtheadjective+prepositionandverb+prepositionphrasesinthegrammarchartandhavetheclassrepeat.

• ReadthesecondGrammarWatchnote.Beforestudentslookatthelistsonpage281,askthemiftheycanthinkofotheradjective+prepositionorverb+prepositionphrasestoaddtothetwolistsontheboard.


• Playagame.Dividetheclassintogroupsofeight,ifpossible.

• Havethestudentsineachgrouptaketurnscomingtotheboardtowritesentencesusingthephrasesinthegrammarchart.Eachstudentinagroupcanwriteonlyonesentence.

• Giveatimelimit.Gooverthesentencesandmakenecessarycorrections.Thegroupthatcomesupwiththemostcorrectsentenceswins.


1 PRACTICE

a Readtheconversationbetween...

• Readthefirstlineofthedialogue.Ask:Do you see a gerund? What phrase does it come after?Writeconcerned about gettingontheboard.

• Havestudentscompletetheexercisealone.Walkaroundandprovidehelpasneeded.

• Checkanswers.Choosestudentstoreadthelinesofdialogueandsaywhichphrasestheyunderlined.

• Pairstudentsandhavethempracticereadingthedialogue.

B Completetheconversation.Use...

• Havestudentsworkaloneorinpairstocompletetheexercise.

• Whilestudentsareworking,walkaroundandprovidehelpasneeded.

• Haveapairofstudentsreadthedialogue.Writetheanswersontheboard.Ifthereisamistake,pointtoitandasktheclass:Is this correct?orDo you agree? Makecorrectionsasneeded.


• Havestudentswritesentencesusingfiveverb+prepositionphrasesandfiveadjective+prepositionphrases,allfollowedbygerunds.Above-levelstudentscanwritemore.


Discuss job-related skills and abilitiesLesson 5

T-35 UNIT 2

MULTILEVEL INSTRUCTION for Show what you know!

Pre-level Havegroupschooseonejobandcompletetheexercisetogether.Above-level Haveeachstudentinthegroupchooseadifferentjob,completethesentences,andshareideaswiththegroup.

2 PRACTICE

Completeeachconversation.Use...

• Readthephrasesinthebox.• Haveanabove-levelstudentreaditem1withyou.

Makesurestudentsunderstandthattheyneedtowritegerunds.

• Havestudentsworkinpairs.• Giveatimelimit.Walkaroundandprovidehelpas

needed.• Havepairsofstudentsreadtheconversations.

Writetheanswersontheboard.Makecorrectionsasneeded.


Show what you know!

STEP1.Chooseajob.Complete...

• Havestudentsworkaloneorwithapartnertothinkofajobandcompletethesentences.

• Optional: Youmaywanttobrainstormasaclassandwritejobtitlesontheboardtohelpstudentschoose.

STEP2.GROUPS.Discussthejobsyouchose.

• Formsimilar-abilitygroups.Haveeachgroupselectatimekeeperandareporter.

• Modeltheactivitybytalkingaboutyourjob,forexample,A teacher . . . must be good at explaining ideas; is responsible for checking students’ progress; is used to making lesson plans;sometimes worries about not having enough time.

• Giveatimelimit.Remindstudentstousegerunds,whenpossible.

• Walkaroundandprovidehelpasneeded.• Havethereporterfromeachgroupsharethe

group’ssentences.

Expansion: Speaking Practice

• Writethefollowingphrasesontheboard:be good at, believe in, be capable of, andcare about.

• Chooseasomewhatuncommonjob,forexample,dogwalker,lifeguard,orfoodtaster,andhavestudentsusethephrasestotalkaboutthequalificationsorskillsneededforthejob,forexample:A dog walker must be good at controlling dogs. A lifeguard must be capable of rescuing people.

Progress Check

Canyou...discussjob-relatedskillsandabilities?Say:We have practiced talking about job-related skills and abilities. Now, look at the question at the bottom of the page. Can you discuss job-related skills and abilities? Write a checkmark in the box.


Extra Practice


UNIT 2 T-36

Read about job interview questionsLesson 6

Language Note

Discriminationistheunfairtreatmentofapersonorgroupbecauseoftheirrace,religion,color,age,socialclass,gender,maritalstatus,sexualorientation,ordisability.

B GROUPS.Whodecideswhichquestions...

• Ask:Do you think it’s legal in a job interview to ask someone how old he or she is?Polltheclassandhavestudentsexplaintheiropinions.

• ExplainthataccordingtoU.S.law,it’sillegaltoaskcertainquestionsinajobinterview,forexample,itisillegaltoaskpeoplehowoldtheyare.Asktheclass:Can you think of other questions that are illegal to ask?


1 BEFORE YOU READ

a CLASS.Discuss.Whatisthemeaning...

• Writetheworddiscriminationontheboard.• Groupstudents.Tellthemnotonlytodefine

discriminationbutalsotothinkofexamples.• Giveatimelimit.Walkaroundandprovidehelpas

needed.• Callonstudentstodefinediscriminationandgive

examples.Writetheirideasontheboard.Possible answers: Some types of discrimination that might occur at work are: not hiring a person because of his or her ethnic background, not promoting a person because of his or her gender or age.

Culture Connection

Thefollowingarequestionsanemployercanlegallyask:Do you have a green card? Which languages do you speak? Are you over the age of eighteen? What hours can you work? How many days of work did you miss last year? Incontrast,itisillegaltoaskthefollowingquestions:Are you a U.S. citizen? What is your native language? How old are you? Do you have children? Do you have any health problems?

c Readthetitleandtheheadings...

• Definevocabularyasneeded:do’s and don’ts: things people should and should not do; inappropriate: not fitting, suitable, or correct (behavior)

• Havevolunteerssaytheirpredictionsaboutthemainidea.Writethemontheboard.Asktheclassiftheyagree.

Answer: The article is about what to do in a job interview if an interviewer asks questions that are illegal or inappropriate.


2 READ

Listenandreadthearticle.

• PlayCD1,Track22.Askstudentstolistentoandreadalongwiththearticle.

• Whenstudentshavefinishedreading,pointtostudents’predictionsontheboardandask:Were your predictions correct? Haveavolunteerrestatethemainidea.

• Readthesecondquestioninthedirections.Toanswerthisquestion,studentsmustreadthesecondheadinginthearticleandinfertheanswer.Ifstudentsarehavingdifficulty,havethemrereadtheheading.Thenaskthequestionagain.

Answer: The interviewer sometimes asks questions that are inappropriate.

Expansion: Speaking Practice

• Someinterviewquestionsarelegalbutneverthelessinappropriate.AnexamplefromthereadingisWhat’s your favorite book?Questionsaboutaninterviewee’sclothing,hairstyle,etc.arealsoinappropriate.Askstudentstogiveadditionalexamplesofinappropriateinterviewquestions.


T-37 UNIT 2


Show what you know!

STEP1.Thinkaboutjobinterviewsin...

• Havestudentsfromthesamecountryoforiginworktogether,ifpossible.

• Giveatimelimitfortalking.Circulateandprovidehelpasneeded.

Read about job interview questionsLesson 6

MULTILEVEL INSTRUCTION for STEP 1

Pre-level Havestudentswriteonequestionemployerscanaskandonetheycan’t.Above-level Havestudentswritethreeormorequestionsemployerscanandcan’task.

STEP2.GROUPS.Discuss.Howare...

• Ifpossible,formgroupswithstudentsfromdifferentcountriesoforigin.

• Modelapossibleresponse,forexample,In the U.S., an employer can’t ask you if you’re married, but in [country] they can.

• Makeatwo-columnchartontheboardwiththeheadingsSimilarandDifferent.Havestudentsmakeasimilarchartintheirnotebooks.

• Asstudentsaretalking,encouragethemtotakenotesintheirchart.

• Towrapup,havestudentsusetheirnotestomakesentencesaboutsimilaritiesanddifferencesbetweenjobinterviewstheU.S.andtheircountriesoforigin.Takenotesontheirsentencesinthechartontheboard.


3 CHECK YOUR UNDERSTANDING

a Completethesentences.Circle...

• Havestudentscompareanswerswithapartner.• Callonstudentstoreadthequestionsandanswers.

Writetheanswersontheboard.

Reading Skill: Using Details to Understand Important Ideas

• ReadtheReadingSkill.• Definedetails.Say:Details are pieces of information

that support or develop a main idea so that we can understand it better. Facts, examples, reasons, stories, numbers, and names are all types of details.

B ReadtheReadingSkill.Thencircle...

• Readchoicea.Ask:Does the writer tell any stories about himself or herself? Givestudentstimetolookbackatthearticleandfindtheanswer(no).

• Repeatwiththeremainingchoices.Havestudentsunderlineexamplesofinterviewquestions.

Expansion: Reading Practice for 3B

• Havestudentsmaketwolistsintheirnotebooks:examplesofappropriatequestionsfromthereadingandexamplesofinappropriatequestions.

c GROUPS.Discuss.Whyisitimportant...

• Formcross-abilitygroups.• Havethegroupssharetheiranswers.

4 WORD WORK

Aprefixisagroupofletters...

• Writeontheboard: illegal, inappropriate, andanti-discrimination.

• Readitem1andhavestudentsanswerchorally.• Readitem2andhavestudentsanswerchorally.

Expansion: Word Work

• Havestudentsthinkofotherwordsbeginningwiththeprefixesil-, in-, andanti-.Writethemontheboardanddefineifnecessary.


Extra Practice


UNIT 2 T-38

Respond to common interview questions Lesson 7

Culture Connection

Personalappearanceisimportantinmakingagoodimpressionatajobinterview.Applicantsareexpectedtodressneatlyinclothingappropriateforthejob.Clothingshouldbecleanandironed.Bothwomenandmenshouldavoidloudcolors,revealingclothing,orheavycologne.Womenshouldwearminimaljewelryandmakeup.


B Readthequestions.Listen...

• Havestudentsreadthequestionsbeforelistening.Encouragethemtopredicttheanswers.

• PlayTrack23again.Havestudentslistenandanswerthequestions.

• Havestudentscompareanswerswithapartner.• Checkanswers.Callonstudentstoreadeach

questionandanswer.Writetheanswersontheboard.


c GROUPS.Discuss.Doyouthink...

• Define to make a good impression. Say:To make a good impression is to cause somebody to have positive ideas about you.

• Formsimilar-abilitygroups.Haveeachgroupchooseareporter.

• Giveatimelimitfordiscussion.• PlayTrack23again,ifnecessary.Havestudents

listenspecificallyforcharacteristicsthatwouldcauseStevetomakeagood(orbad)impression.Havestudentstakenotes.

• Haveeachgroup’sreportersharetheirgroup’sanswerswiththeclass.WriteSteve’scharacteristicsontheboard.


1 BEFORE YOU LISTEN

CLASS.Discuss.

• Readthefirstquestion.Elicitstudents’answersandwritethemontheboard.

Possible answers: What is your previous experience? Where have you worked before? Are you a team player? Why do you want to work here? How did you hear about this job? What shift do you want to work? Can you use a computer?

• Readthesecondquestion.Callonvolunteerstoanswer.Ifstudentsmentionaquestionthatiswrittenontheboard,placeacheckmarknexttothequestion.


2 LISTEN

a Kyong-MoLeeisinterviewing...

• Havestudentslookatthephoto.Ask:How does Kyong-Mo Lee look? What is his job? How does Steve look? Is this a good way to dress for a job interview?

• PlayCD1,Track23.Ifstudentsneedextrasupport,tellthemtheymayreadtheAudioScriptastheylisten.

• Haveastudentanswerthequestion.Asktheclass:Do you agree?

Answer: Steve is applying for a job as a truck driver.

MULTILEVEL INSTRUCTION for 2C

Pre-level HavestudentsgiveonereasonwhyStevemadeagood(orbad)impression.Above-level HavestudentsgiveallthereasonswhyStevemadeagood(orbad)impression.


• Formcross-abilitypairs.Havestudentslookatthelistofcharacteristicsontheboardandsaywhichonestheypossess.

• Provideamodel.Forexample,Steve is good with technology. I’m good with technology, too.

• HaveeachstudentreportononecharacteristicthatheorsheshareswithSteve.


Respond to common interview questions Lesson 7

T-39 UNIT 2

c ROLEPLAY.PAIRS.Role-play...


3 CONVERSATION

Pronunciation Watch

• Writeafamiliarmultisyllabicnameontheboard.Asktheclass:How do you say this name? Aftertheclassanswers,repeatthenameandclapyourhandsonthestressedsyllables.Thensay:What if I say it like this?Repeatthenamebutclapandstressthewrongsyllables.(Studentswillprobablylaugh.)

• ReadthePronunciationWatchnote.• Writeontheboardthenamesoffamouspeople.

Saythenameswithincorrectstress.Havetheclassrepeatthenameswithcorrectstress.

Teaching Tip

Whenspeakingtostudents,trytousenaturalpronunciation.Avoidoverenunciatingorslowingdowntoomuch.Ifitisnecessarytosimplifyyourspeech,usesimplervocabularyandsyntaxandavoidslang.

a Listentothewords.Notice...

• PlayCD1,Track24.Havestudentslisten.• PlayTrack24again.Havestudentslistenand

repeat.


B Listentothesewords.Put...

• Copyallsixwordsontotheboard.Pointtocontrol.Ask:How do we pronounce this word?Saythewordandplaceadotoverthesecondsyllable.

• PlayCD1,Track25.Havestudentslistenandcompletetheexercise.

• Havevolunteerscometotheboardtoputadotoverthestressedsyllable.

• Callonstudentstosaythewords.

c SteveSantos’sjobinterview...


• Ask:What is the most important thing Steve has learned? Is Steve a calm person?

4 PRACTICE



• Havestudentsswitchpartnersandpracticeagain.• Walkaroundandlistenasstudentsarepracticing.

Takenotesonerrorswithwordstress.• Saytheincorrectformsyouwroteinyournotes.

Havetheclassrepeatthemcorrectly.• Askvolunteerstoperformtheconversation.


B PAIRS.Discuss.

• Walkaroundandprovidehelpasneeded.• Readeachquestion.Callonvolunteerstoanswer.

Teaching Tip

EncouragestudentstooffercontrastingopinionsandanswersbyaskingquestionssuchasWho has a different answer?orWho disagrees?

Teaching Tip

Whilepairsareperformingroleplays,usethescoringrubricforspeakingonpageT-xiiitoevaluateeachstudent’svocabulary,grammar,fluency,andhowwellheorshecompletesthetask.Youmaywanttoreviewthecompletedrubricwiththestudents.

• Formsimilar-abilitypairs.Havestudentsswitchrolesandpracticeagain.

• Havevolunteersrole-playtheirconversation.


Extra Practice


UNIT 2 T-40

Describe previous work experience and dutiesLesson 8


• Say:In this lesson we’re going to learn about the simple past and the present perfect.

• Asktheclass:Who has a job? Selectastudentwhoraisedhisorherhandandask:When did you start your job? Writethestudent’sanswerontheboard.Forexample,[John] started his job in March 2007. Underlinestarted.CircleMarch 2007.

• Asktheclass:How long has [John] had his job? Elicitananswerwithforandwriteitontheboard,forexample,[John] has had his job for [two] years. Underlinehas had.Circle for.

• Ask[John]: Have you thought about getting another job? Write:[John] has thought about getting another job.Underlinehas thought.

• Toreinforce,askanotherstudentthesamesetofquestions.


Simple past and present perfect

• ReadthefirstGrammarWatchnote.Pointtothesentence[John] started his job in March 2007. Ask:When did [John] start his job?(March2007).Explain:If we know the specific time when something happened, we use the simple past.

• Readthesecondnote.Pointtothesentence[John] has thought about getting another job. Ask:Do we know when [John] thought about getting another job?(no)Explain:We use the present perfect when we don’t know when something happened in the past. The time is indefinite.

• Readthethirdnote.Pointtothesentence[John] has had his job for [two] years. Ask:Does [John] have his job now? (yes).Explain:The action started in the past and continues until now, so we use the present perfect.

• Readthesentencesinthegrammarchart.Aftereachsentence,ask:Why do we use the simple past (present perfect)? HavestudentsrestatetheGrammarWatchrules.

Language Note

InsomelanguagesitiscorrecttosaytheequivalentofHe has seen a doctor this morning. ExplainthatinEnglishthesimplepastmustbeusedwithaspecifictimeinthepast.

• Writeontheboard:say, walk, learn, andwrite. Elicitthepastparticipleofeachverb(said,walked,learned,andwritten).

• Havetheclassconjugateanirregularverbinthepresentperfect.Forexample,usingtheverbwrite,followthepattern:T:I have written. You . . . Ss:have written. T:He or she . . . Ss:has written.

• Doanotherconjugationinthenegative,forexample,I haven’t written. You haven’t written, etc.


• ExplainthatEnglishverbshavethreeforms:present,past,andpastparticiple.Sometimesthepastandpastparticiplearethesame,forexample,I worked, I have worked.Sometimesthepastandpastparticiplearedifferent,forexample,I saw, I have seen.


1 PRACTICE

a Readtheinformationabout...

• Writethefirstsentenceontheboard.Ask:How many verbs does the sentence have? What are they? Are they in the simple present or present perfect?

• Circle’ve livedand’ve been.Ask:Why is the present perfect correct in this sentence?(Thefirstverbshowsanactionthatstartedinthepastandcontinuesuptonow.Thesecondverbshowsasituationthatoccurredatanindefinitetimeinthepast.)

• Havestudentscompletetheexercisealone.• Checkanswers.Ontheboard,writethefollowing

headings:Simple pastandPresent perfect.Callonstudentstoreadthesentencesinthepassageandsaywhichwordstheyunderlinedorcircled.

• Writetheverbsunderthecorrectheadings.Makecorrectionsasneeded.

B Twomanagersaretalking...

• Havestudentsworkaloneorinpairs.• Whilestudentsareworking,walkaroundand

providehelpasneeded.• Checkanswers.Havetwostudentsreadthe

dialogue.Writetheverbformsontheboard.• Confirmanswersbyaskingtheclass:Is this correct?

Why is the (simple past / present perfect) correct?


Describe previous work experience and dutiesLesson 8

T-41 UNIT 2


Show what you know!

GROUPS.Discuss.

• Giveatimelimitfordiscussion.• Walkaroundandprovidehelpasneeded.• Towrapup,callonstudentstosharetheiranswers

withtheclass.

Expansion: Speaking Practice for Show what you know!

• Formcross-abilitypairstopracticeaninterview.Havethelower-levelstudentinterviewthehigher-levelstudent,usingthequestionsinthebox.

• Havevolunteersperformtheinterviewfortheclass.

Progress Check

Canyou...describepreviousworkexperienceandduties?Say:We have practiced describing previous work experience and duties. Now look at the question at the bottom of the page. Can you describe previous work experience and duties? Write a checkmark in the box.


Extra Practice

2 PRACTICE

Unscramblethesentences.Put...

• Readitem1withtheclass.Ask:How do we decide which verb form to use? (Checkthetimeexpression.)

• Havetheclassdoitem2together.• Havestudentscontinueworkingaloneorinpairs.

Giveatimelimit.Walkaroundandprovidehelpasneeded.

• Checkanswers.Havesixstudentswritesentencesforitems3to8ontheboard.Haveotherstudentsreadthesentencesandsayiftheyarecorrect.Ifthereisanerror,elicitcorrectionsfromtheclass.

Expansion: Speaking Practice for 2

• Havestudents“interview”DanMiller,RaquelHernandez,andMichaelShenfromExercise2.

• Dividestudentsintothreegroups.Assignadifferent“interviewee”toeachgroup.

• Haveeachgroupwriteseveralinterviewquestionsforitsinterviewee,forexample:(forDanMiller)How did you win your award?(forRaquelHernandez)How did you injure your back? (forMichaelShen)Why haven’t you returned the interviewer’s phone calls?

• Bringtheclasstogether.Choosethreeabove-levelstudentstoplaytherolesofDanMiller,RaquelHernandez,andMichaelShen.

• Havevolunteersperformtheinterviewsfortheclass.


UNIT 2 T-42

Write a cover letterLesson 9

Writing Tip: Cover Letter Content

• ReadtheWritingTip.• Discusswhatismeantbyunnecessary information.

Remindstudentsthatlegallytheyarenotrequiredtogiveinformationabouttheirrace,religion,age,ethnicity,andsoon.

• Ask:What other information should not be included in the cover letter? Elicit,forexample,familyinformation.

Language Note

AlwaysuseMs.whenaddressingawomaninthecoverletterbecauseitavoidstheissueofmaritalstatus.


1 BEFORE YOU WRITE

a CLASS.Discuss.Whatisthepurposeof...

• Ontheboard,writethefollowingheadings:RésuméandCover Letter.

• Ask:What information do we find in a résumé? Ifnecessary,havestudentslookattherésuméonpage30andnametheparts.(Objective, Qualifications, Related Experience, andEducation).WritethembelowtheheadingRésuméontheboard.

• PointtoCover Letterandask:What is the purpose of a cover letter? What information is in a cover letter? How is a cover letter different from a résumé? Writestudents’ideasontheboard.

Possible answers: In general, the purpose of a cover letter is to get the employer’s attention and make him or her see why you should be given a personal interview. A few ways in which a cover letter is different from a résumé: a résumé gives comprehensive information about a job applicant’s qualifications, work experience, and education, while a cover letter emphasizes those things in an applicant’s background that are relevant to the position he or she is seeking; a résumé usually takes a neutral tone, while a cover letter should reflect the applicant’s personality and enthusiasm; a résumé uses incomplete sentences while a cover letter uses complete sentences and follows the rules of grammar and usage, etc.

• Ask:Has anyone ever written a cover letter? What information did you include in it?


B Readthewritingmodel.

• Telltheclassthey’regoingtoreadacoverletterfromFrancisKouadio(whosemodelrésumétheysawinLesson3).

• Holdupyourbook.Readthelabelsdesignatingthepartsofthecoverletter(applicant’s address, employer’s name,etc.)andpointtotheminyourbook.Havestudentsfindthemintheirownbooks.

• Askquestionstoclarifythecontentofeachsection.Forexample:What information is in the applicant’s address? Who is Alice Kwan? What is her title? What is the proper greeting to use in a cover letter? What are the two parts of the closing? Why does the applicant write his name twice?

• Askquestionstofocusstudents’attentionontheformatoftheletter.Forexample:Is the employer’s name on the left or on the right? Which parts of the letter are double-spaced? Which parts are single-spaced? Which lines are indented? What punctuation comes after the greeting? After Sincerely?

• Readthebodyoftheletteroutloudasstudentsreadsilently.


Write a cover letterLesson 9

T-43 UNIT 2

• Havestudentscopythechart.Suggestthattheywriteatleasttwoitemsineachsection.

• Havetwoorthreevolunteerswritetheirchartsontheboard.Checkthemforappropriatelanguageandmakecorrectionsasneeded.

• Explainthatstudentswillusethesenotestowritethebodyoftheircoverletter.


3 WRITE

Writeacoverletterforthejob...

• Helpstudentsgetorganized.Theywillneedthewritingmodelonpage42,theoutlineofthebodyoftheletterfromExercise1D,theirad,andtheirnotes.

Language Note

Thelanguageinacoverlettershouldbeformal.Itshouldnotuseslangorcontainpersonalquestionsabouttheemployer.

4 CHECK YOUR WRITING

• Readthequestionsinthechecklist.Showhowtheycorrespondtothepartsofthewritingmodel.

• Havestudentsreadtheirletterandcheckofftheitemsinthechecklist.

• Collectpapersandmakecorrectionsasneededinletterformat,useofinfinitives,gerunds,verbforms,andthecontentsoftheletter.

c PAIRS.Answerthequestions.

• Formpairsorsmallgroups.Encouragestudentstounderlinethepartsofthecoverletterthatanswerthequestions.

• Checkanswers.Answers: 1. The job is a perfect fit with his interests, training, and experience. 2. his résumé

d Whatkindofinformation...

• Rereadthefirstparagraphwiththewholeclass.Ask:What information does the first paragraph contain? In general, what should you write in the first paragraph of a cover letter? Dothesameforeachparagraphoftheletter.

• Formcross-abilitypairs.Tellpairstorereadtheotherparagraphsandwritethekindofinformationthatbelongsineach.

• Callonstudentstosharetheiranswers.Writethemontheboardnexttothenumbers1,2,and3.

Answers: The first paragraph of Francis Kouadio’s letter tells what job he is applying for and how he learned about it. The second paragraph explains why he is interested in the position and describes the elements of his experience and education that make him well qualified for it. The third paragraph expresses his enthusiasm for the company and indicates that he is available for an interview.


2 THINKING ON PAPER

a BRAINSTORM.Readtherésuméthatyou...

• IfyourclassdoesnothaveInternetaccess,bring(orhavestudentsbring)newspaperstoclassandhavestudentsusethewantadstochooseajob.

• ChooseanadtouseasamodelforExerciseB.Pretendthatyouaregoingtoapplyforthisjob.

B Planandorganizethebodyparagraphs...

• CopytheovalYchartontotheboard.• Readthesectionheadsoutloud.Ask:What does

this mean? Elicitexamplesofwordsandphrasesforeachcategory.Writethemontheboard.

• ReadtheadyouchoseinExerciseA.Say:I’m going to apply for this job.

• Fillinthechartwithyourinterests,education,andskills.(Theinformationcanbeinvented.)

Teaching Tip

Youmaywanttocollectstudentpapersandprovidefeedback.UsethescoringrubricforwritingonpageT-xivtoevaluateeachstudent’svocabulary,grammar,mechanicsandhowwellheorshehascompletedthetask.Youmaywanttoreviewthecompletedrubricwiththestudents.

page 24Interactive Practice

Extra Practice


Show what you know!Review &Expand

1 REVIEW

Turntopage246fortheGrammarReview.

2 ACT IT OUT

STEP1.CLASS.Reviewwhatyoulearned...

• Directstudentstolookbackatpages30and31.Callonvolunteerstolistwhatshouldbeincludedonarésumé.

STEP2.ROLEPLAY.PAIRS.Role-play...

• Havestudentslookatthephoto.Ask:Where are the people? How are they dressed? What are they doing? What are they looking at? What is their relationship?

• Readtheroledescriptions.• Discusswiththeclass:What kind of problem

might Student B have with his or her résumé?(theobjectiveoranotherpartismissing;theformatisincorrect;theobjectiveisnotspecific;thewriterhaslistedonlyoneortwoqualifications;thequalificationsarewrittenascompletesentences;theexperiencesectionisnotinchronologicalorder,etc.)

• Modeltheroleplaywithanabove-levelstudent.PlaytheroleofStudentA.Youcanbeginlikethis:Hello [name]. It’s good to see you again. How can I help you today?

• Formcross-abilitypairs.• Havestudentswriteouttheirdialogues.Walk

aroundandprovidehelpasneeded.• Tellstudentstopracticeoutloudatleasttwice.• Havevolunteersperformtheirroleplay.

3 READ AND REACT

STEP1.GROUPS.ReadaboutUsman’sproblem.

• Readwhilestudentsfollowalongsilently.Tocheckcomprehension,ask:What is Usman’s problem?

STEP2.GROUPS.WhatisUsman’sproblem?...

• Formcross-abilitygroupsandhavestudentschooseatimekeeper,anotetaker,andareporter.Thenotetakerwritesdownthegroup’ssolutions.

• Giveatimelimitfordiscussion.• Havethereporterfromeachgroupsharethe

group’ssolutions.Writethemontheboard.• Havestudentsvoteonthebestsolution.Possible answers: 1. He can phone the interviewer saying he will be late, then go to a copy shop to print the extra copy. 2. He can e-mail the résumé to the interviewer, then phone, explain his problem, and ask the interviewer to print out his résumé.

Expansion: Speaking Practice for STEP 2

• Formcross-abilitypairs.• Havestudentsrole-playaphoneconversation

betweenUsmanandanemploymentspecialist.Usmanexplainstheproblemwithhisrésumé.Thespecialistsuggestsasolution,usingthelistontheboard.

• Havevolunteersperformtheirphoneconversation.

4 CONNECT

Turntopage257forthePlanningforLearningActivityandpage264fortheTeamProject.SeepageT-xiforgeneralnotesaboutteachingtheseactivities.

Progress Check

Whichgoalscanyoucheckoff?Gobacktopage25.Askstudentstoturntopage25andcheckoffanyremaininggoalstheyhavereached.Callonstudentstosaywhichgoalstheywillpracticeoutsideofclass.

Go to the CD-ROM for more practice.

Ifyourstudentsneedmorepracticewiththevocabulary,grammar,andcompetenciesinUnit2,encouragethemtoreviewtheactivitiesontheCD-ROM.

UNIT 2 T-44

Teaching Tip

Whilepairsareperforming,usethescoringrubricforspeakingonpageT-xiiitoevaluateeachstudent’svocabulary,grammar,fluency,andhowwellheorshecompletesthetask.


2 tell me about yourself - english for results me about yourself unit overview goals • see thelist...

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